Free Essays on Fuente Ovejuna

The play’s central plot focuses on Frondoso (Andy Schlichter COL ’02), a peasant who is forced to defend his honour and his love, Laurencia (Danielle Cantrel, SFS ’02), against a tyrannical overlord. Played out against the backdrop of the 15th-century Spanish Catholic monarchy, the village of Fuente Ovejuna finally rises against the tyrannical Commander (Sean Greene, COL ’01) to protect its two citizens. The importance of collective action and responsibility saturates the story, and all of the characters are solid in their own performances. Cantrel is a standout as the energetic heroine, as is Alex Banks (COL ’01) who plays the hang-loose Esteban. Cabrera dilutes the historical aspect of the play with contemporary costumes and a simple set that imitates Gaudi using soda bottles. Her attempt to relate the events of the play with those of modern times is understandable because "Fuente Ovejuna" adapts historical details for mainly poetic purposes. Stripped down to its bare bones, the story deals with the reconstruction of a perfect world. However, the play is tightly tied to its setting in that it revolves around class struggles specific to the period. These important themes are weakened in her modern translation and leave the play unbalanced. Cabrera’s most ambitious decision is to present the play through a feminist perspective, adding an interesting element to the power struggles within the play. Most of the male characters are chauvinistic and self-important; women portray the obedient or manipulative characters. Cabrera also casts some actors in two opposing roles, allowing them to experience two characters with varying degrees of power and importance. It becomes as much a learning experience for the actors as it does for the audience. By the third act, the play’s cohesiveness begins to disintegrate. De Vega’s script, which appears to lose its drive, is partly to blame. It is as if he became bored with t... Free Essays on Fuente Ovejuna Free Essays on Fuente Ovejuna The play’s central plot focuses on Frondoso (Andy Schlichter COL ’02), a peasant who is forced to defend his honour and his love, Laurencia (Danielle Cantrel, SFS ’02), against a tyrannical overlord. Played out against the backdrop of the 15th-century Spanish Catholic monarchy, the village of Fuente Ovejuna finally rises against the tyrannical Commander (Sean Greene, COL ’01) to protect its two citizens. The importance of collective action and responsibility saturates the story, and all of the characters are solid in their own performances. Cantrel is a standout as the energetic heroine, as is Alex Banks (COL ’01) who plays the hang-loose Esteban. Cabrera dilutes the historical aspect of the play with contemporary costumes and a simple set that imitates Gaudi using soda bottles. Her attempt to relate the events of the play with those of modern times is understandable because "Fuente Ovejuna" adapts historical details for mainly poetic purposes. Stripped down to its bare bones, the story deals with the reconstruction of a perfect world. However, the play is tightly tied to its setting in that it revolves around class struggles specific to the period. These important themes are weakened in her modern translation and leave the play unbalanced. Cabrera’s most ambitious decision is to present the play through a feminist perspective, adding an interesting element to the power struggles within the play. Most of the male characters are chauvinistic and self-important; women portray the obedient or manipulative characters. Cabrera also casts some actors in two opposing roles, allowing them to experience two characters with varying degrees of power and importance. It becomes as much a learning experience for the actors as it does for the audience. By the third act, the play’s cohesiveness begins to disintegrate. De Vega’s script, which appears to lose its drive, is partly to blame. It is as if he became bored with t...

How to Grow Crystals - Tips and Techniques

How to Grow Crystals - Tips and Techniques Do you want to learn how to grow crystals? These are general instructions for growing crystals that you can use for most crystal recipes. Here are the basics, to get you started and help you troubleshoot problems: What Are Crystals? Crystals are structures that are formed from a regular repeated pattern of connected atoms or molecules. Crystals grow by a process termed nucleation. During nucleation, the atoms or molecules that will crystallize (solute) are dissolved into their individual units in a solvent. The solute particles contact each other and connect with each other. This subunit is larger than an individual particle, so more particles will contact and connect with it. Eventually, this crystal nucleus becomes large enough that it falls out of solution (crystallizes). Other solute molecules will continue to attach to the surface of the crystal, causing it to grow until a balance or equilibrium is reached between the solute molecules in the crystal and those that remain in the solution. The Basic Crystal Growing Technique Make a saturated solution.Start a garden or grow a seed crystal.Continue growth. In order to grow a crystal, you need to make a solution which maximizes the chances for the solute particles to come together and form a nucleus, which will grow into your crystal. This means you will want a concentrated solution with as much solute as you can dissolve (saturated solution). Sometimes nucleation can occur simply through the interactions between the solute particles in the solution (called unassisted nucleation), but sometimes its better to provide a sort of meeting place for solute particles to aggregate (assisted nucleation). A rough surface tends to be more attractive for nucleation than a smooth surface. As an example, a crystal is more likely to start forming on a rough piece of string than on the smooth side of a glass. Make a Saturated Solution Its best to start your crystals with a saturated solution. A more dilute solution will become saturated as the air evaporates some liquid, but evaporation takes time (days, weeks). You will get your crystals more quickly if the solution is saturated to begin with. Also, there may come a time when you need to add more liquid to your crystal solution. If your solution is anything but saturated, then it will undo your work and actually dissolve your crystals! Make a saturated solution by adding your crystal solute (e.g., alum, sugar, salt) to the solvent (usually water, although some recipes may call for other solvents). Stirring the mix will help to dissolve the solute. Sometimes you may want to apply heat to help the solute dissolve. You can use boiling water or sometimes even heat the solution on the stove, over a burner, or in a microwave. Growing a Crystal Garden or Geode If you just want to grow a mass of crystals or a crystal garden, you can pour your saturated solution over a substrate (rocks, brick, sponge), cover the setup with a paper towel or coffee filter to keep out dust and allow the liquid to slowly evaporate. Growing a Seed Crystal On the other hand, if you are trying to grow a larger single crystal, you will need to obtain a seed crystal. One method of getting a seed crystal is to pour a small amount of your saturated solution onto a plate, let the drop evaporate, and scrape the crystals formed on the bottom to use as seeds. Another method is to pour saturated solution into a very smooth container (like a glass jar) and dangle a rough object (like a piece of string) into the liquid. Small crystals will start to grow on the string, which can be used as seed crystals. Crystal Growth and Housekeeping If your seed crystal is on a string, pour the liquid into a clean container (otherwise crystals will eventually grow on the glass and compete with your crystal), suspend the string in the liquid, cover the container with a paper towel or coffee filter (dont seal it with a lid!), and continue to grow your crystal. Pour the liquid into a clean container whenever you see crystals growing on the container. If you selected a seed from a plate, tie it onto a nylon fishing line (too smooth to be attractive to crystals, so your seed can grow without competition), suspend the crystal in a clean container with saturated solution, and grow your crystal the same way as with seeds that were originally on a string. Preserving Your Crystals Crystals that were made from a water (aqueous) solution will dissolve somewhat in humid air. Keep your crystal beautiful by storing it in a dry, closed container. You may wish to wrap it in paper to keep it dry and prevent dust from accumulating on it. Certain crystals can be protected by being sealed with an acrylic coating (like Future floor polish), although applying the acrylic will dissolve the outermost layer of the crystal. Crystal Projects to Try Make Rock Candy or Sugar CrystalsBlue Copper Sulfate CrystalsCrystallize a Real FlowerQuick Cup of Refrigerator Crystals

How does social media affect human relationships Essay

How does social media affect human relationships - Essay Example of the effect has been directed towards interpersonal or human relationship, as most people are tending to use social media more than they engage in face-to-face conversations. This has resulted in both mental and psychological illness in society these days. While other scholars have maintained that there are traces of positive effects on human relationships, this is highly debatable through research. Therefore, although social media has improved communication, human relationships have been affected negatively. Scholars maintain that social media has created less actual society and redefined friendship. Stephen Marche, a novelist composed an article, â€Å"Is Facebook Making us Lonely† in which he maintained that Facebook has made a lonelier society in spite of the improved connectivity and the potential to communicate with people from different walks of life. Most people have become very lonely when staring at the computer screens and their smart phones waiting for a reply. The connections that social media allows have been embraced in place of conversation. This is because conversations should involve the physical touch of facial expressions and gestures, which are not present online. This is what one of my interviewees, Eric Markwardt, would miss because he favored social media for the mere fact that it became easier for him to make friends. Research also indicates that the modern society is living in a world filled with fast contradictions the more connected people become, the l onelier they get (Marche). Eric Markwardt’s case also fit in this scenario because the more that he makes use of social media, the lonelier that he becomes and might realize it when it is too late when he begins experiencing serious problems when interacting physically or becomes dormant in physical interactions. It is not advisable to over-rely on social media for interactions since one’s self-esteem may drop significantly without them noticing. This implies that their human

Should companies routinely Google applicants or look at their Facebook Essay

Should companies routinely Google applicants or look at their Facebook pages as part of a reference check before hiring - Essay Example III. Using Google Search and Facebook, employees are able to assess applicant’s talents. IV. Counter Arguments and Responses a. Opponents argue that the practice leads to invasion of privacy. Refutation: Only employees with questionable behaviors would feel this. b. Opponents claim that the practice is that it drives away talented applicants Refutation: It appropriate when done as the last step in the assessment. V. Conclusion Use of Google and Facebook to assess applicants ensures employers hire suitable employees. Companies Should Google Applicants and Look at Their Facebook Pages as Part of a Reference Check Before Hiring Name Course Tutor’s Name Date Companies Should Google Applicants and Look at Their Facebook Pages as Part of a Reference Check Before Hiring Introduction Although most people consider social networks to be sites for their personal life, the sites are increasingly becoming important in increasing or decreasing the chances of acquiring a job. Most peo ple use social networks in informal settings and tend to share information that could be detrimental to their career life. This is because some employers are increasingly using search engines such as Google and social networking sites such as Twitter, Facebook, and YouTube to screen applicants. The kind of information that people share on the social networks depicts the kind of people they are. It is thus important that employers check on such information to discern if the prospective employees have underlying interest in the field, they have applied the job. Some employees also use social networks when they have too many applicants and want to narrow down the list. By using social networks, they are able to find reason not to hire some candidates. Additionally, the kind of information people post on social network sites can demonstrate their capability to deal with other people. This essay argues that companies should Google applicants and look at their Facebook pages as part of a reference check before hiring. The employers, particularly the human resource managers spend plenty of time dealing with employee problems. By conducting checks on the prospective employees, the employer can be able to discern the probability of an interviewee being problematic after employment. Using Google, employers are able to find out information regarding previous employment. This helps determine if the candidates present themselves professionally. Additionally this can help the employer understand the kind of a person the applicant is and their capability of coping with the company’s culture. By doing background checks using the social networks and Goggle, employees are able to detect and eliminate candidates with tainted records or a vague past. Some managers argue that they have been able to find reasons not to hire applicants by using social networks. In most cases, the managers felt that the applicant postings such as those against former employer were red flags. A dditionally, some people lie about their qualification on Facebook, which depicts their deceitfulness. This saves the company the large amount of time spent dealing with problems that such employees bring into the company (DiSilvestro, 2012). Another reason why employees should carry out background checks is to determine the capability of the candidates to

Debate over the Strength of Central Government Essay Example for Free

Debate over the Strength of Central Government Essay The period of 1783-1800 was shaped by the debate between those who supported a strong central government and those who wanted more power given to the states. This period dealt with issues surrounding the formations of factions that threatened to split the young nation, the inclusion of a Bill of Rights, and the constitutionality of a national bank. Factions divided the people into those who supported a strong central government and those who wanted more power given to the states. These two groups had differing viewpoints, which influenced decisions regarding the addition of a Bill of Rights and the formation of a national bank. The two major factions that almost disrupted the developing nation were formulated at the Constitutional Convention of 1787. At this convention, delegates representing all states expect Rhode Island formed a new type of government with the creation of the Constitution. In the ratification process America was divided in two, the federalists and anti-federalists. Federalists were in favor of a strong central government and hence supporting the new Constitution, while anti-federalists were in favor of giving the states a greater amount of power, thus opposing it. The opposition to the Constitution spreads from a mistrust of central government due to the grievances of English monarchy. The rights obtained by the central government took away states’ rights as seen in Sections VIII and X of the Constitution of the United States of American (Document 5). Most people who lived in cities, manufacturers, and northern merchants supported federalist views and most small farmers, southerners and frontiersmen sided with the anti-federalist views. Key federalists included Alexander Hamilton, John Adams, John Marshall, John Jay, and James Madison. In order to promote ratification Hamilton, Jay, and Madison published a series of Federalist Papers, (Document 8). On the anti-federalist side, important figures included Thomas Jefferson, Samuel Adams, Aaron Burr, Richard Henry Lee, and Patrick Henry. These men were in favor of the Article of Confederation, which greatly limited the powers of the central government and maximized the powers of state rights. One major flaw that the anti-federalist expressed concerning the Constitution was the lack of a Bill of Rights. A Bill of Rights would secure the rights of the people and prevent the central government from becoming too powerful. The federalists argued that the system of checks and balances would prevent tyranny. However, when many states ratified the Constitution they attached a list of amendments to be added in a Bill of Rights. James Madison compiled these amendments and presented twelve of them to Congress. Ten were passed and added to the Constitution resulting in the American Bill of Rights. One of the most significant amendments is the tenth amendment, which states â€Å"All powers not delegated to the federal government belong to the states or to the people,† (Document 6). This declared that whatever was not restricted or allowed in the Constitution was a right retained by the people or states. The most heated debate amongst federalists and anti-federalist was over the constitutionality of a national bank. Anti-federalists believed the central government did not have the authority to create a national bank, while the federalists believed it was stated in the elastic clause of the Constitution. The United States Constitution was written in a vague terminology by the Founding Fathers, which added to the contention amongst Americans. Secretary of Treasury, Alexander Hamilton, proposed a national bank to â€Å"wish the most proper and speedy measures may be taken, to discharge both foreign and domestic debt,† (Document 7). The anti-federalists, in particular Thomas Jefferson, who favored a strict interpretation of the Constitution, rejected this notion and claimed it was unconstitutional because it was not a power directly stated in the document. However, Hamilton argued that the â€Å"elastic clause† as seen in Article I Section VIII, the powers of congress (Document 5), allowed the central government to establish a bank because it was necessary and proper and constitutional, (Document 1). Hamilton, along with the other federalists, favored a loose interpretation of the Constitution. The debate of having a national bank was resolved by giving the national bank a twenty year charter to test it out. This debacle leads to further issues on the topic of government rights versus state rights, and almost leads to the destruction of the country. When the Constitution was in its ratification process the small states sided with federalists in wanting a stronger central government, while larger states sided with anti-federalists in wanting more state rights. This was seen in two important proposals to the Constitutional convention surrounding the executive branch. First, the New Jersey Plan or the small states plans, wanted one house that has equal representation, with one vote per state. This would make small states more powerful and have the same say in the government as the larger states did. Second, was the Virginia Plan or the large states plan (Document 4), was to have a bicameral legislative, with one house with representation based on population, and the other elected through that house. This gave more power to the states, the larger states gaining a clear advantage as well. These two plans clearly portrayed the different ideas of federalists and anti-federalist and demonstrated how vital a role states played throughout this period. This dispute was settled with the great compromise, proposed by Roger Sherman, making a bicameral legislature with the Senate with equal representation for each state and the House of Representatives based on population and direct election. The debate between those who supported a strong central government and those who wanted more state rights truly shaped the period between 1783 and 1800. It dealt with the creation of two factions that could have potentially destroyed the emerging nation and the debates over a Bill of Rights and a national bank. If it were not for the ideas, factions, and development that occurred during the making of the Constitution and the continued building of our nation after, the government of America would not have been as successful as it is today. The Idea that were fought over from 1783 to 1800 has shaped our country and allowed us to be the great nation that we are.

Madness and Insanity in Shakespeares Hamlet - Is Hamlet Mad? :: Shakespeare Hamlet Essays

Is Hamlet Mad? Perhaps the world's most famous mental patient, Hamlet's sanity has been argued over by countless learned scholars for hundreds of years. As a mere student of advanced-level English Literature, I doubt I can add anything new to the debate in 2000 words, but I can look at the evidence supporting or dispelling each argument and come to my own conclusion. Hamlet is obviously experiencing grief and despair right from the beginning of the novel, with the death of his father and his uncle's seizure of the throne and rapid weddign of Hamlet's mother, and we can observe his great grief bordering on irrational suicidal tendencies as early as Act II Sc I, where he gives his first soliloquy. He cries: "O that this too too solid flesh would melt, Thaw, and resolve itself into a dew! Or that the Everlasting had not fixed His canon 'gainst self-slaughter!" Macbeth wants his flesh to dissolve into a dew ("solid" contrasting with "melt" in the first line), and wishes that God had not forbade suicides from going to heaven. This is also the first glimpse of another recurring theme in the play, that of Hamlet's unhealthy obsession with the afterlife. This is one of the reasons that the ghost of his father has such an effect on him, which is a trigger for all the subsequent events in the play. Moving on to the fourth scene, the next interesting speech is on l. 23. It is a long and complicated speech, but its general gist is that if a person has one fault, no matter how virtuous they may be in other ways, they are soiled by "the stamp of one defect". This speech is quite ironic, because it is Hamlet's "one defect" (his hesitancy and inability to take action), regardless of his other qualities (such as honour and integrity), will be the main reason why the play ends so tragically. Although we are supposed to suspect that "something is rotten in the state of Denmark", as Horatio puts it, from the start of the play, it is only when Hamlet talks with the ghost of his father in Act I Sc V that we realise the full extent of his uncle's treachery. When he first sees the ghost, Horatio and Marcellus try to restrain him, Horatio saying: "What if it tempt you toward the flood, my lord, Or to the dreadful summit of the cliff That beetles o'er his base into the sea, And there assume some other horrible form, Which might deprive your sovereignty of reason,

CELTA written Assignment 3: Language Skills Related Task Essay

Section 1: chosen text For this assignment I have a chosen a text which is an interview with celebrity chef Jamie Oliver, called ‘Interview with Jamie Oliver: I’m a big fan of chillies’, by Nandy Priyadarshini, published on DNA India website (http://www.dnaindia.com/lifestyle/report-interview-with-jamie-oliver-im-a-big-fan-of-chillies-1897063). The level of students for which the article and tasks are intended is intermediate. I think students will be interested in reading an interview with Jamie Oliver because food tends to be a universal topic that everyone can relate to. Despite the fact that different nationalities and cultures have different cuisines, overall, people all around the world love food and enjoy talking about it. Jamie Oliver is one of Britain’s celebrity chefs and what makes him stand out is his outspoken, passionate and no-nonsense philosophy about cooking that people find appealing. He is seen on many TV shows and his books have made him a familiar face all over the world, so there is a good chance the students, who have different nationalities, have heard of Jamie Oliver. Additionally, a healthy lifestyle has become a very current topic which is why this article is interesting and relevant material, suitable for reading activities. The text has a good length, around 1 A4. Too long a text will require too much from the students, too short a text and the students aren’t challenged enough. Section 2: Lead-in In order to raise students’ awareness, I would consider showing them some realia in the classroom, for example a frying pan and ask the students WHOSE name comes to mind when they see it. Perhaps they can come up with some names of famous cooks. Then show a book by Jamie Oliver and elicit his name. I would ask the students what they know about him, whether they have ever seen his shows, if they have ever tried his recipes, if they like cooking in general. If so why, or why not. â€Å"If we can get the students engaged in the task there is a much better chance they will read (or listen) with commitment and concentration, whether or not they were interested in the topic to start with† says Jeremy Harmer in ‘The practice of English Language  Teaching, 3rd edition, 2001, page 206. By allowing the students to work in pairs, they get the chance to practise their speaking skills a little bit. Section 3: Initial receptive skills task On a hand-out, students would be given the interview text and my initial receptive skills task would be to ask the students to come up with a different title for the text. The original title is of the text is: ‘I’m a big fan of chillies’. Jamie Oliver does mention chillies in the interview but talks about many other things. In order for the students to find another title, they would have to read the entire interview and to get a general understanding of the article. Purpose of this task is to practise reading for gist. Students will probably not understand all the vocabulary but they will hopefully get a feel for the passion Jamie Oliver feels towards food and cooking, and how he wants to accomplish his mission(s). The article contains quite a bit of vocabulary that the students may be unfamiliar with. Examples are: in fashion, chat, have it rough, merchandise, noble, knowledge, affordable, treat, do justice, prepare, tastier, chopping board, equipment, sink, rubbish, fortune, contributions, inspired, accessible, watchable, consider, transform, bland, excitement, sneak, flavour, versatile. The students, however, are asked to skim the text, as explained by Jeremy Harmer in ‘The practice of English Language Teaching 3rd edition, 2001, page 202: â€Å"the reader has made a choice not to attend to every detail but to use their processing powers to get more of a top-down view of what is going on†. I would refrain from pre-teaching vocabulary at this stage because â€Å"if we want to give students practice in what it is like to tackle authentic reading and listening texts for general understanding, then getting past words they do not understand is one of the skills they need to develop. By giving them some or all of those words, we deny them that chance† stated Jeremy Harmer in ‘The practice of English Language Teaching 3rd edition, 2001, page 203. After the students have invented a new title, I would ask them to discuss their ideas with their partners to give them some speaking practice. In the class room session, some suggestions would then be shared with the entire class and the teacher is able to do some error-correction. Section 4: Second receptive skills task The second task is a more difficult one and requires the students to read the text for specific information. The purpose of this task is read for detail and interpret the opinion of the interviewer as well as the person being interviewed. Because the majority of difficult words are in context, students should be able to understand the meaning of them. I could encourage the students to read fast, as mentioned in ‘Learning Teaching’ by Jim Scrivener, 3rd edition, 2011, page 264: â€Å"A good first strategy could be to help them to read fast; not worrying about understanding every word; not, perhaps, even understanding most words, but still achieving a specific and useful goal†. In this task, the students will be given a number of statements – see Appendix – and they will have to indicate whether they are true or false. After this activity, students get the opportunity to check their answers with their partners which will enable to correct their own mistakes before the answers are discussed in class. In the class room feedback session, the really difficult words that students struggled with, can be addressed. I would use realia, pictures and/ or mime to elicit the meaning of vocabulary. For example, show pictures of a chopping board, sink, rubbish, merchandise. To convey the meaning of for example ‘noble’ or ‘have it rough’, I could revert back to the context in the article and use concept checking questions. Section 5: Productive skills follow-up activity As a follow-on task, it might be good idea for the students to practise speaking language related to food and food culture in groups and have a little debate about it. Students should think about what people like to eat in the country where they are from. If there are foods their countries are famous for. For example Spain: tapas; Netherlands: cheese, France: also cheese, bread etc. What would you recommend a visitor to eat in your country and why? Or why not? The students get some freer oral fluency practice related to different food cultures. Afterwards, one person may present some of the group’s findings to the rest of the class. Another follow-on task might involve some writing practice where students, individually, write a paragraph with ‘all your favourite foods in one day’. To start off with, students should describe their ideal breakfast, followed by lunch and  dinner, including drinks. What would the perfect menu look like? This may include foods from the country that they are from or from another country. For example: in the morning, I want to eat bread with cheese and have cup of tea. I would also like to drink a glass of milk or orange juice for breakfast etc. This would enable to students to have controlled written practice in the context of food. Section 6: References Sources: http://www.dnaindia.com/lifestyle/report-interview-with-jamie-oliver-im-a-big-fan-of-chillies-1897063 Learning Teaching, the essential guide to English Language Teaching, 3rd edition 2011 by Jim Scrivener The Practice of English Language Teaching, 3rd edition 2001 by Jeremy Harmer Appendix True/False Statements 1) Jamie Oliver is like all the other cooks on TV because he is just an entertainer cannot really cook (false) 2) In Food Revolution, he is trying to teach people that tasty food does not have to cost much and it can be healthy (true) 3) He also believes that ‘fast food’ is ok and that people can eat it as much as they want (false) 4) Jamie Oliver thinks that if you want to cook a really good meal, it always takes a lot of time in the kitchen (false) 5) Jamie likes to keep his kitchen as clean as possible when he is cooking (true) 6) What Jamie Oliver really likes is to think of new recipes with other chefs (true) 7) He says that the fish from Marrakesh is the best (false) 8) Jamie Oliver hopes that young people stop eating all junk food (false) 9) His mission is to give people new ideas about food and how to cook it (true) 10) He believes that you have to use garlic, lemons and chillies in every meal if you want your food to taste better (false) Wednesday, 2 October 2013 – 4:30pm IST | Agency: dna / Priyadarshini Nandy Interview with Jamie Oliver: I’m a big fan of chillies Celebrity chef Jamie Oliver is always in fashion. With two of his famous television shows currently on Indian television, we decided to have a little chat with him about them. And what he tells us is to love food — from the heart. Celebrity chefs often have it rough. While most of them are heroes on television, in the real culinary world they are sometimes considered to be simply showmen and not real chefs. British chef Jamie Oliver is a bit different though. Yes, he is cute for sure, but the talented chef and restaurateur, who also has a line of television shows to his credit (a few of them are currently airing on Big CBS Love) as well as a line of irresistible merchandise, can sure put together a decent meal. In an interview with After Hrs, he talks about his food mantra†¦ We’d like to start with Food Revolution†¦ The show has been on for a while and you’re trying to do something extremely noble that the world can learn from. Did you achieve what you set out to do? My goals are really to make sure that children and adults around the world are given the knowledge to be able to feed themselves and their families properly — and by that I mean with fresh ingredients, not expensive ingredients. With a bit of knowledge, you can prepare quick, affordable, delicious and nutritious meals and also understand that there’s nothing wrong with things like fast food but only as a treat, not as everyday food. Referring to your 30 Minute Meals show, don’t you think that meals don’t quite do justice to a dish, unless you’re just throwing something together to avoid staying hungry? Cooking doesn’t have to be a slow process – you can make a delicious meal in five minutes if you know what you’re doing. You can even prepare something at home in the morning that you can eat for lunch and you’ll save money and it will probably be tastier than something you buy from a shop. It also depends on what you are cooking. Some dishes are simple and they only take one pot and a chopping board and a knife to put together. Others use more equipment. I find working into an empty sink or dishwasher, and having a bowl for rubbish near you when you prep, really helps minimise the mess. You’ve had the fortune of travelling across the globe. Can you share one or two of your favourite experiences as far as your culinary expeditions are concerned†¦ I’ll always remember my first night in Marrakesh as well as the freshness of the fish in Greece. But I’ll tell you that every few months, I get to work in the kitchens with my chefs from Jamie’s Italian and also an American chef I’m working with called Adam Perry Lang, and the things we come up with are always exciting. What do you think are your major contributions in the world of food? I would like to think that I’ve inspired people all over the world to try new things, to cook a bit better and to be a bit more adventurous with their cooking. I also hope I’ve inspired children to get excited about fresh food. What makes you different from other colleagues that have their own TV shows? I’ve always tried to make my television series interesting and accessible so whether it’s something like Jamie at Home or Jamie’s School Dinners, they’re always very watchable and there’s something in each one that makes the viewer think about food in a new way. What is that one ingredient you consider basic in any kitchen — the one thing that can transform a bland meal into a banquet? I’m a big fan of chillies and so I’d probably choose those – there’s so much you can do with them. They don’t work in every meal, of course, but they can really add excitement to so many things. I know I’m only supposed to choose one ingredient, but if I can sneak two more in, I’d also say lemons and garlic, both add so much flavour and are incredibly versatile.

How to Increase Graduate Employability at a University

4390228000 Research Report Student Name: Majed M Almalki Student ID: 3622608 Class: L7-1906 December 2017 Teachers:Rosie Paspaliaris and Tammy Tan-58367329120Abstract The employment rate amongst university graduates is a real concern for most universities around the world. The purpose of the research report, which was commissioned by the Careers Department at a university is to identify the best approaches to increase their students' employability skills before joining the workplace. The findings suggest that while universities have the most responsibility to prepare their students for the marketplace, employers have to play their essential role to engage them with the real work environment. There are many kinds of approaches a university can use, and research shows they can be divided into work-integrated learning, career guidance and critical soft skills that are required in the workplace. It is recommended that the Careers Department starts implementing these approaches through including work-based classes in the students' curriculum, inviting experts and employers to enable students to select the right track and embedding soft skills in the students' curriculum.1IntroductionThe Careers Department at a university has a duty to prepare their students well to join the marketplace. However, they are concerned that they are not helping their students with required skills and essential knowledge to improve their employability chances. This report, requested by the director of the Careers Department at a university in Australia, describes the most effective and efficient approaches in order to make recommendations that can be used to improve graduates' ability to feel confident in the workplace.  FindingsThere are a number of approaches that various stakeholders can use to improve the employability rates of graduates in Australia. The identified findings fall under work-i ntegrated learning (Jackson 2015), the importance of choosing the right discipline for the future career (Kinash et al. 2017), and critical soft skills (Meeks 2017).Work-integrated Learning (WIL)WIL enables graduates to increase their employability by boosting their confidence in their workplace capabilities and giving them exposure to enable them to understand the required industry standards (Jackson 2015). Gamble, Patrick and Peach (cited in Jackson 2015) claim that WIL is important in enabling graduates to gain a better appreciation of how the world of work is like. It combines traditional learning as well as other forms of exposure which may include: job placements, field work, job shadowing, and internships (Treuer et al. cited in Jackson 2015). This combination serves an essential role of ensuring that students are able to transfer the skills they learned in the college to the workplace (Crebert et al. cited in Jackson 2015). Jackson (2015) claims that WIL prepares graduates for their future careers by fostering their professionalism, ability to communicate effectively, think critically, and solve problems (Coll et al. cited in Jackson 2015). In one of the studies conducted in 2012 involving 131 undergraduates who had completed a work placement, it was noted that some students experienced difficulties such as stress, inadequacy and anxious when applying what they had learned in the classroom to the marketplace (Jackson 2015). Students who were on a work placement for the first time had to learn how to manage themselves, communicate effectively to a public audience, and use technology. As such, work placement was the best experience that could prepare them adequately for joining the workplace (Jackson 2015).Choosing the Right DisciplineChoosing the right discipline increases the student's chances of getting a targeted job in the future (Kinash et al. 2017). Students who choose the relevant career path while in college increase the chances of achieving their future careers (Kinash et al. 2017). In a survey that was conducted on 28 graduates and 22 university students, it was noted that most students made random degree choices without having a specific career goal (Kinash et al. 2017). This could explain why some students felt there was disconnect between the career industry and the degree courses they were pursuing (Kinash et al. 2017). Many students remained hesitant about their career options from the time they joined universities to the point of graduation (Kinash et al. 2017). In addition, it was noted that students are most likely to make career goals after they have graduated (Kinash et al. 2017). Some of them are unhappy in their careers because possibly universities do not support their career decision-making. It is important to note that most students may not have had exposure to career services prior joining the university, which affects the choices they make (Kinash et al. 2017).  Developing Critical Soft SkillsEmbedding soft skills in the university curriculum ensures students to develop important soft skills, which can improve graduate employability rate. Employers value individuals with soft skills because they are ‘easier to work with and relate better to clients, ultimately driving business outcomes' (Deloitte Access Economics 2017). Although a degree is an important item when searching for employment, most degrees tend to focus on equipping students with hard skills while ignoring the soft skills (Meeks 2017). This leads to a situation where a substantial number of graduates' lack important soft skills that are necessary for a better performance in the workplace (Meeks 2017). As Figure 1 shows, the most demanded soft skills across all industries. Figure 1: Adapted from Workible (cited in Deloitte Access Economics 2017)3 ConclusionThe research has shown that there are a variety of approaches to boost the graduate employability. These approaches, which consist of WIL, career guidance and developing critical soft skills can be implemented by the Careers Department at a university with cooperation with other stakeholders, so that students feel well-equipped with the essential experience and skills to be successful in the marketplace.  RecommendationsEstablishing work-based environmentBecause there is an obvious lack of work experience among graduates, work-based classes might be included in students' curriculum to prepare them adequately for employment. At the same time, they may partner with other organizations, such as companies, to give students the opportunity to get internships and work placements. Offering career guidanceThe Careers Department might offer career support to all their students. This can be implemented by inviting employers and experts to run some workshops to share their experiences to enable students to choose the right courses that will make them realize their career goals. Including soft skillsSoft skills need to be embedded in the students' curriculum to ensure that they get both hard and soft skills. This will help the Careers Department to improve their graduates' employability because most employers want graduates who have soft skills.Reference ListDeloitte Access Economics 2017,  Soft skills for business success, Company report, DeloitteAccess Economics, viewed 25 November 2017, ; https://www2.deloitte.com/au/en/pages/economics/articles/soft-skills-business-success.html ;Deloitte Access Economics 2017,  Soft skills for business success, Company report, Deloitte AccessEconomics, viewed 25 November 2017,https://www2.deloitte.com/au/en/pages/economics/articles/soft-skills-business-success.html ;.Jackson, D 2015, ‘Employability skill developme nt in work-integrated learning: Barriers and best practice'. Studies in Higher Education, vol. 40, no. 2, pp.350-367, viewed 25 November 2017, RMIT Library.Kinash, S, Crane, L, Capper, J, Young, M,Stark, A 2017, ‘When do university students and graduates know what careers they want: A research-derived framework', Journal of Teaching andLearning for Graduate Employability, vol. 8, no. 1, pp. 3-21, viewed 25 November 2017, RMIT Library.Meeks, G 2017, ‘Critical soft skills to achieve success in the workplace', viewed 30 November2017,https://search proquest.com.ezproxy.lib.rmit.edu.au/docview/1950281403/previewPDF/D2798047B2094522PQ/8?accountid=13552 ;, ProQuest Library.

Essay Sample on School Violence My Own Experience

Essay Sample on School Violence My Own Experience I started writing this essay originally with a different view in mind. But when I went back to read it, it simply wasn’t what I wanted to say. My mother suggested I wait a few days and come back to it but I was itching too much to get this off my chest. I became restless and started surfing the web and went to my favorite authors website. Her name is SilverRaven Wolf (www.silverravenwolf.com) and read her article about when she was in Jr. High. That’s when I realized the difference, hers had emotion while mine was simply fact. So here’s my new version, and I hope you can all understand and realate First day of school, in a new school, at thirteen. I walk in self-consciously with my pentacle around my neck and new pair of sneakers on my feet. I look around the classroom nervously, noticing a few odd glances from some students. I shrug it off as just me being â€Å"the new kid.† Few days pass, and I start to get the hang of things, even though I still can’t get that silly locker to open. That’s when it starts, the whispers in the back of the room, the way people would walk away when I approached, the fear in peoples eyes I couldn’t figure out from what though. I did make best friends with one girl who really didn’t mind my opinions and we had (and still have) wonderful conversations. After two weeks of dealing with this, I heard one of the cheerleaders behind me whisper loudly â€Å"look at the her†¦ so full of herself†¦ thinks she can come here with that disaster†¦ wearing that star in the open like that†¦Ã¢â‚¬  Unfortunately I didn’t have any support, I couldn’t take it. The stress of being new, missing friends and family, and now this, I simply rose and ran. I never did figure out how but the Goddess must have led me to the room of on my favorite English teachers. She noticed me, asked someone to take over the class for her and came out in the hall. I explained my situation and she said she would talk with the students. I asked what I should do if I was confronted and she said either come to her, or stand up for myself. Her courage became my courage, and somehow the next time it happened I was able to handle it. Until a few months later. I went to the annual football game with my new best friend and some other friends I’d gotten to know. They knew about my beliefs and me but didn’t seem to mind. Matter of fact, they were interested. But all that aside, it was a slightly chilly night and absolutely beautiful with the stars in the sky. I prayed the weather would stay nice since I didn’t bring a coat. On my way to the snack bar, I saw a few of the guys in class and cheerleaders who didn’t particularly like myself. I didn’t like the looks on their faces and was trying to find some other way to get there. I couldn’t so I started walking behind the bleachers to the other snack bar at the other end of the field. Halfway through I noticed them following me and I tried to move quicker. My best friend claims that she had looked down and noticed just as they started to surround me. I was starting to panic, realizing no matter how well I could fight I didn’t stand a chance against several people, and the look in their eyes were sending fear through my body. One of the guys grabbed me by my neck and threw me against the chain link fence. Slowly I stood back up, with too much pride to do otherwise. I shook back my head and the guy grinned. â€Å"Going to be tough, huh witchy?† I just smiled slightly not answering. He punched me in the stomach but somehow I stayed standing and firm. I remember send prayers up to the Goddess not to let me out of her sight and for help to be on the way. My best friend was most likely at the bottom of the bleachers by this time and finding the teacher that came by. Fortunately, one of my fellow students saw what was happening and him and his buddies came jogging over. He stated, â€Å"And just what is going on here?† The bully answered, â€Å"None of your business kid.† Somehow my fellow student delayed them long enough for my best friend to come with teachers and a police officer. Never once did I cry or relax till they were getting dragged off. I started sobbing after I had talked with the police officer and my best friend and several others gathered around me protectively. I’ve never felt that proud about anything. I could not believe how I had taken it and came out on top. The story never made the news simply because they didn’t want another incident to occur to me. My teachers of course were informed and my friends never seemed to leave my side for the rest of the year. Also the teachers of my classes held an assembly of our team and explained about different religions. They had several kids, including myself, speak out about what it was like to be the minority and discriminating against. Think this is the end of it? Nope, then I started high school. It was not as bad as middle school, because this time I had friends with me. My peers still seem to be a little unsure about my religions, but most don’t mind, they’re just curious. I’ve never had a situation like the one in middle school but now I know I can take it and keep going. If you are wondering what to do to help educate your school, write up Frequently Asked Questions and answer them with your opinions. Also talk to your guidance councilors about what you can do to help. Suggest assemblies to talk about minorities, or a discussion group after school so you can talk about different philosophies and ideas. Of course there are the everyday things you can do. If you hear someone saying a stereotype (i.e. All witches are evil and worship the devil), kindly correct them. If they don’t want to listen, don’t force them. You can’t force them to believe the truth, but you can state your stance on the subjects. I firmly believe it’s up to us to make the difference, us the young people, us who hold the future, it has to start with us. Prove we can rise to the occasion and show we are good, honest people with a real, legal, religion. I must say this, as far as the Witch Wars go, they must not be carried on any longer. I did get into a disagreement with another Wiccan teen, but we worked through it without a public scene. Teens must realize that the normal stereotypes are worse at our age and we must not make them any worse. So please, let’s have peace between people. You can order a custom essay, term paper, research paper, thesis or dissertation on School Violence from our professional custom essay writing service which provides students with high-quality custom written papers on any topics.

250 Topics for Familiar Essays (Writing Suggestions)

250 Topics for Familiar Essays (Writing Suggestions) This list of 250 subjects for familiar essays originally appeared as an appendix to Essays and Essay-Writing, an anthology edited by William M. Tanner and published by the Atlantic Monthly Press in 1917. But dont let the date scare you away. While a few of the topics are musty (Our Ragtime Age) and some are a bit perplexing (Grooves and Graves), the majority of these topics are as timely (or perhaps timeless) as ever (The Shrinking Earth, Illusions We Live By, Our Nervous Age). Tanners brief introduction strikes an encouraging note: In no other form of prose composition is the selection of a subject so much a matter of the writers own choosing as in the familiar essay. Though adequate subjects can rarely be assigned by another person, it is possible that the student may find in the following list a few titles that suggest subjects of interest to him and within the range of his observation and experience. So remain open to these suggestions. Feel free to update a topicfor example, by turning telephone etiquette into email or texting behaviors. If youre puzzled by a subject, dont try to decipher what the author intended a century ago. Instead, take a few minutes to explore its possible meanings for you today. 250 Topics for Familiar Essays 1. On Discovering Oneself2. On Deceiving Oneself3. Epidemic Education4. The Pleasures of Loafing5. Favorite Antipathies6. On Wearing New Shoes7. The Penalty of Violating Convention8. First Impressions9. On Acquiring an Artistic Temperament10. A Model Obituary 11. Uses of Disagreeable People12. Keeping up Appearances13. The Psychology of Bargains14. People Who Make-Believe15. Conceited People16. Our Nervous Age17. Sophomore Apathy18. The Enchantment of Distance19. On Being Worth Knowing20. The Glory of the Commonplace 21. Mental Laziness22. On Thinking for Oneself23. The Necessity of Being Amused24. Mans Opinion of Himself25. On Giving Advice26. Silent Talkers27. My Ailments28. The Valor of Ignorance29. An Apology for Bores30. College Libraries as Social Centers 31. Judging by Appearances32. On Making Excuses33. The Pleasure of Escape34. A Word for Mediocrity35. On Attending to Other Peoples Business36. The Heritage of the Youngest Child37. Academic Snobbishness38. On Being Small89. A Defense of Day-Dreaming40. Leaders and Led 41. The Excitement of Having a Bank Account42. By-Products of Church Attendance43. Fashionable Tardiness44. The Penalties of Success45. On Looking Ones Best46. Cultural Immunity47. Personality in Apparel48. The Responsibility of Greatness49. On Recovering from Love Affairs50. The Passing of the Country Road 51. Mute Eloquence52. On Choosing Ones Ancestors53. The Psychology of Patent Medicines54. Helpful Enemies55. The Tyranny of Trifles56. Intellectual Alarm Clocks57. The Monotony of Student Life58. Table Manners59. On Holding Ones Tongue60. Dangers of Narrowmindedness 61. The Tendency to Exaggerate Misfortune62. Outgrown Opinions63. On Making Apologies for Oneself64. My TaskmasterDuty65. Talkers66. The Character of Horses67. Why the Dessert Course Last?68. On Being Introduced69. Running on Low Gear70. Etiquette for Ancestors 71. On Going Barefooted72. Cast-off Enthusiasms73. The Joys of the Country Cottager74. On Answering Advertisements75. Reflections While Shaving76. Shams77. Intellectual Inheritances78. The Imperious They79. On Knowing When to Stop80. Personality in the Handshake 81. Hairpins82. On Taking Oneself Too Seriously83. A Curse of Cleverness84. Living Caricatures85. On Repenting at Leisure86. Imitations87. The Joys of Procrastination88. Popular Fallacies89. Men Say90. Human Parasites 91. On Looking Wise92. Mechanical Pleasures93. Sponges94. On Waiting for the Postman95. Intellectual Pioneers96. Animal Resemblances in People97. The Pleasures of Quarreling98. Bird Music99. Victims of Charity100. On Being Misunderstood 101. Some False Impressions of Childhood102. Rivalry in Gift-Giving103. Faces and Masks104. On Posing for My Friends105. Seasonal Joys106. The Value of Disagreement107. The Pleasures of Living108. Garden Friends109. Animal Facial Expressions110. Automobile Society 111. On Outgrowing Ones Family112. The Abuse of the Imagination113. Humorous Blunders114. Getters and Receivers115. On Praying in Public116. Pleasures of Memory117. My Selves118. A Plea for Ghosts119. On Keeping a Secret120. Color Antipathies 121. The Art of Eating Spaghetti122. Pins or Angels?123. On Going to Sleep124. Human Blindness125. Dream Adventures126. Behind the Teeth127. On Riding Pegasus with Spurs128. Butterfly Fancies129. Present130. The Glamour of the Past 131. Chameleons132. On Being Good Company for Oneself133. Face Value134. The Monotony of Being Good135. Safety Valves in Student Life136. On Being Mentally Alert137. Company Manners138. Natures Spring Song139. Mountains and Molehills140. Old-fashioned Remedies 141. On Wearing Overshoes142. The Influence of Proximity143. Bristles144. Working Over-Time145. On Nursing a Grievance146. Family Expectations147. Mental Perspective148. Subway Scenery149. The Futility of the Practical150. On Making Up Ones Mind 151. The Responsibility of a Perfect Baby152. Domineering Ideals153. On Living in the Present (Future)154. Social Misfits155. Interesting By-Paths156. Temporal Halos157. Face Forward!158. Mental Vagrancy159. On Hugging a Conclusion160. An Apology for Polite Lying 161. Preparedness162. Gasoline and Onions163. On Stepping Aside164. Voices165. Late Arrivals166. Next!167. Mental Detours168. Watch Your Step!169. On Telling Jokes170. Epitaph Humor 171. The Winged Circle172. Spring Styles in Freshmen173. American Aggressiveness174. Natures Languages175. Earthbound176. On Advising the Almighty177. Mental Lapses178. Fashion Bondage179. Haunted Libraries180. The Humor of Cartoons 181. Wasting Time182. On Growing Up183. Beyond My Horizon184. Mental Shock-Absorbers185. After He Was Dead186. Successful Failures187. The Dilettante188. Humorous Dyspepsia189. On Becoming Ones Own Financier190. Conservation of Social Resources 191. Perfume and the Lady192. On Being Eye-Minded193. The Satisfaction of Being Well-Dressed194. Earth Odors195. The Life Urge in Nature196. The Shrinking Earth197. College Ethics198. The Triumph of the Machine199. Human Gadflies200. The Failure of Success 201. Social Eclipses202. Adventures While Pursuing an Idea203. Our Ragtime Age204. On Boasting of Weakness205. Discords206. Suspended Judgments207. Second Thoughts208. On Keeping Step209. Understudies210. The Vogue of Boredom 211. Smoke Wreaths212. Traveling and Arriving213. Echoes214. Screens, Past and Present215. Illusions We Live By216. On Losing Ones Grip217. Poppies218. Anvil Choruses219. Interesting Pathetic Fallacies220. Evidences of Humor and Joy in Animals 221. On Card-Indexing Ones Friends222. Gigglers and Growlers223. Too Much Momentum224. Mental Indigestion225. Diddling226. Female Orators227. Laughter as a Social Asset228. Personal Reactions229. Grooves and Graves230. On Taking Thought for the World 231. Blind Optimism232. Church Theatricals233. The Skimmed Milk of Human Kindness234. On Asking Why235. Canine Expressions236. On Seeing Ones Name in Print237. Backyard Gardens238. Curiosity in Chickens239. The Passing of Modesty240. On Going to War 241. Telephone Manners242. Nodding243. Social Protective Coloring244. On Arising to the Occasion245. Human Registers246. The Responsibility of Being Sane247. Acid Tests248. The Pleasures of Eating249. On Losing Ones Freckles250. Mental Precipitates

Critically discuss the position of legal aid in England and Wales Essay

Critically discuss the position of legal aid in England and Wales - Essay Example The government proposed changes in the civil legal aid as outlined by Justice Secretary Kenneth Clarke would see civil legal aid only routinely available for cases where life or liberty was so much at stake (Ministry of Justice, 2009, p.4). The funding would be removed on dispute like (Divorce, welfare benefits and school exclusion appeals, Employment, Immigration where the person is not detained and Clinical negligence and personal injury).However, legal funding would continue for cases like (Asylum, Mental health, Debt and housing matters where someones home is at immediate risk, Family law cases involving domestic violence, forced marriage or child abduction and for mediation as a means to resolve disputes). Other measures to be put in place are the use of telephone as single gateway to legal advice, purported benefit eligibility to access legal aid being replaced to depend on the disposable capital one has so as to qualify for the legal aid, and also the decrease in fees paid to the solicitors, judges and the barristers that provide the legal aid. The changes proposed in the legal aid are expected to cut the legal aid bill by  £350m a year by 2015. As its It is thought there would be 500,000 fewer civil cases as a result. The plan was taken through consultation from the public starting 15th November 2011 to 14th February 2011, so that the justice ministry could get the view of the public on the intended changes. It would discourage cases that are not worth taking to court being resolved through other methods of dispute resolution like mediation. As Mr. Clarke points out when reading the proposal to the MPs, he says that legal aid has seen unnecessary court cases that would have not reached the court-room door were they not being funded by tax payer’s money, but from the pocket of somebody else. He adds further that the proposal targets civil ‘and family schemes that discourage people to resort to lawyers and courts whenever they have